Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/101126
|
| Title: | 繪本為初級成人華語閱讀教學輔助教材之研究
Picture Book as Assisted Reading Materials in Teaching Chinese for Adult Beginners |
| Authors: | 張郁笙
Chang, Yu Sheng |
| Contributors: | 謝林德
Dennis Schilling
張郁笙
Chang, Yu Sheng |
| Keywords: | 華語教學
繪本
閱讀理解
輔助教材
Chinese teaching
picture book
reading comprehension
assisted material |
| Date: | 2016 |
| Issue Date: | 2016-09-02 00:12:50 (UTC+8) |
| Abstract: | 華語教材漸趨多元，圖文並茂的素材賞心悅目同時吸引讀者興趣，繪本兼具兩者特質，然而圖文書作為學習華語的語言材料尚未有獨立繪本可直接教學，本研究教材以華測會八千詞為依，加工原始資料，希望成為正規教材之外的初級華語學習教材。
學習者認為中文為困難的語言，學習評量成效不佳，此外受限每週課時，自學時間受專業課程壓縮，動機不足，故藉由兼具圖像與故事情節的繪本製作輔助教材，提高自學能力和興趣，增進閱讀理解，開展交際話題，促進觀點交流。製作繪本輔助教材作為課程材料，教授生詞、語法，從圖文創作：互證、互補、互釋和互斥四項模式教學，並且分析原創作中的圖像，示範教學方式。研究者自側面觀察紀錄教師教學，提供學習者心得回饋表，深入訪談教師和學習者經驗。結果指出學習者藉圖文教材提高學習樂趣，教學前的引導使其提前適應內容，故事討論加強全文組織、理解，增加話題，圖文模式應用於教學後更能掌握圖像互動，讀出其言外之意。最後討論動機的引起及維持、圖文模式和閱讀理解、教學目標和學習收穫，並提出未來華語教學之方向。
Picture books enjoy great attention today. The readership of more sophisticated picture books like graphic novels increased in the last decade. Illustrated narratives are not confined to manga or children books anymore. Although Chinese teaching materials, too, made great advances in the last ten years and layout and design became more attractive than before, recent developments of teaching materials do not get catch up with the increased popularity of picture books, especially with graphic novels and other picture books for adults.
The present study aims to explore the conditions we should care about when we want to use picture books in classroom teaching. A focus is laid on teaching Chinese reading and character acquisition for beginners (A2) who only have a very limited knowledge of Chinese. Can picture books facilitate the learning process of reading? Can illustrations help to comprehend textual meaning? To answer questions like this, the present study examines various theories and research results about the interaction between the illustrations and the reading processes and reflects these theories with their didactic significance.
The background for the present study is a half year teaching experience using different picture books to teach reading and Chinese character acquisition to beginners who did not have much time in Taiwan for study and who are not very motivated to learn reading Chinese. At the beginning, the use of picture books as teaching materials aimed to motivate students to learn Chinese characters and to encourage them to read Chinese not only in the classroom, but also to apply their knowledge to their own activities in their leisure time. Later, the author deliberately used picture books as teaching materials to learn more about the advances and shortcomings of these materials.
Thus, the present study is the theoretical reflection of this teaching experience. It investigates picture books not only from the perspective how picture books can facilitate learning processes of Chinese reading competence, but also from the perspective how can picture books contribute to motivate students to read Chinese inside and outside of the classroom. Teaching materials based on three picture books are presented in this study.
These materials first were used for teaching beginners and become later more and more developed, evaluated and revised in accordance to teaching experience, learning outcome and students’ opinions. Course designs based on these materials are added at the end of the present study. |
| Reference: | 一、中文參考文獻
王楊 (2014)。小學低段應用繪本資源促進語文教學的研究。西安：陜西師範大學。
王寧、鄒曉麗 (2000)。篇章。香港：海峰出版。
王曉莉 (2014)。兒童字源識字繪本的開發研究。重慶：西南大學。
朱志平 (2008)。漢語第二語言教學理論概要。北京：北京大學。
吳應天 (1989)。文章結構學。北京：中國人民大學出版。
呂必松 (1992)。華語教學講習。北京：北京語言大學。
呂必松 (1993)。對外漢語教學概論講義(續五)。世界漢語教學，3，206-219。
宋佳瑾 (2012)。以繪本圖文為策略之學習者中心導向的華語文混程式課程設計 (未出版之碩士論文)。高雄：文藻外語學院華語文教學研究所。
李玉貴 (2001)。以「圖書」「故事」「書」培養寫作能力。研習資訊，18(5)。
李欣 (2012)。小學低段繪本閱讀教學探究。成都：四川師範大學。
李泉 (2002)。論對外漢語教材的趣味性。中國對外漢語教學學會第七次學術討論會議文選。北京：人民教育出版。
李泉 (2005)。對外漢語教學理論思考。北京：教育科學出版。
周慶華 (2011)。華語文教學方法論。台北：新學林。
林敏宜 (2000)。圖畫書的欣賞與應用。台北：心理出版。
林美琴 (2009)。繪本有什麼了不起。台北：天衛文化。
姜麗萍 (2010)。圖解基礎漢語語法。北京：高等教育出版。
徐子亮、昊仁甫 (2005)。實用對外漢語教學法。北京：北京大學。
翁振盛、葉偉忠（2010）。敘事學、風格學。臺北：行政院文建會出版。
郝廣才 (2006)。好繪本如何好。台北：格林文化。
張子樟 (1997)。作者、文本與讀者─從少年小說談青少年讀者閱讀的行為。兒童文學與教育學術研討會論文集。
張玉成 (2001)。思考啟發性閱讀指導技巧，國民教育，41(3)，46-50。
張黛琪 (2015)。看圖學中文語法基礎篇。台北：聯經出版。
曹俊彥、曹泰容 (2006)。台灣藝術經典大系，插畫藝術卷2：探索圖畫書彩色森林。台北：藝術家。
陳茂仁 (1995)。楚帛書研究(未出版碩士論文)。嘉義：國立中正大學中國文學研究所。
陳意爭 (2008)。圖畫與文字的邂逅-圖畫書中的圖文關係探索。台北：秀威資訊科技。
陳暉 (2010)。圖畫書的講讀藝術。中國：二十一世紀出版。
陳滿銘 (2005)。篇章結構學。台北：萬卷樓圖書。
黃冰 (2004)。第二語言習得入門。廣州：廣東高等教育出版。
黃沛榮 (2003)。漢字教學的理論與實踐。台北：樂學書局
黃淑真 (2007)。外語學習動機理論的發展與教學研究的回顧。英語教學期刊，31(3)，101-124。
曾麗珍 (2009)。一個橋樑書的新願景。台北：秀威資訊科技。
趙金銘 (2004)。對外漢語教學概論。北京：商務印書。
趙賢州 (1988)。建國以來對外漢語教材研究報告。第二屆國際漢語教學研討會論文選，頁590-604。
新村出 (1992)。廣辭苑(第四版)。東京：岩波書店。
謝寶煖、徐景岳 (2008)。從繪本閱讀族群解析看公共圖書館之繪本閱讀推廣。圖書與資訊學刊，67，51-71。
葉至誠、葉立誠 (1992)。研究方法與論文寫作。台北：商鼎文化。
葉重新 (2011)。教育心理學。台北：心理出版。
廖秋忠 (1991)。篇章與語用和句法研究。語言教學與研究，4，16-44。
劉月華、儲誠志 (2009)。《漢語風》中文分級系列讀物。北京：北京大學出版。
劉渼 (2008)。創意說故事後敘事模式的教學應用研究。台北大學中文學報，4，1-34。
蔡雅薰 (2009)。華語文教材分級研制原理之建構。台北：正中書局。
鄭錦全 (2005)。詞彙語意與句子閱讀難易度計量。第六屆漢語詞彙語義學研討會論文集。中國。
簡馨瑩、楊瑋婷、簡淑真、王繼伶 (2011)。故事結構教學對幼兒故事理解能力及故事結構順序之效果研究。臺中教育大學學報：教育類，25(2)，1-24。
羅秋昭 (1999)。國小語文科教材教法。台北：五南圖書。
Barthes, R. (1992)。符號學美學(董學文，王葵 譯)。台北：商鼎文化。(原著出版於1977)
Barthes, R. (1997)。明室攝影札記(修訂版)(許綺玲 譯)。台北：臺灣攝影工作室。(原著出版於1980)
Brown, H. D. (2002)。第二語教學最高指導原則(余光雄 譯)。台北：台灣培生教育。(原著出版於1987)
Doonan, J. (2006)。觀賞圖畫書中的圖畫(宋珮 譯)。台北：雄師圖書。(原著出版於1993)
Gagné, E. D., Yekovich, C. W. & Yekovich, F. R. (1998)。教育心理學-學習的認知基礎(岳修平 譯)。台北：遠流出版。(原著出版於1993)
Goodman, K. (1998)。談閱讀(洪月女 譯)。台北：心理出版。(原著出版於1996)
Oppenheim, A. N. (2002)。閱卷設計、訪談及態度測量(呂以榮 譯)。台北：六合出版。(原著出版於1996)
Richard, E. (1997)。教育心理學：認知取向(林清山 譯)。台北：遠流出版。(原著出版於1987)
二、繪本教材資料
Inga Moore (2000)。吃六頓晚餐的貓(黃迺毓 譯)。台北：和英出版。(原著出版於1990)
郝廣才 (2003)。好好照顧我的花。台北：格林文化。
幾米 (2003)。幸運兒。台北：大塊文化。
三、外文參考文獻
Adam, M. (1999). Afterword: The science and politics of beginning reading practices.
In J. Oakhill & R. Beard (Eds.), Reading development and the teaching of reading (pp.213-270). Oxford: Blackwell.
Adler, C. (1993). Directed picture processing: The effects for learners on recall of related texts. Dissertation Abstract International, 54(3-A), 863.
Ajzen, I. (1988). Attitudes, personality, and behavior. Chicago: Dorsey Press.
Anderson, J. R. (2000a). Learning and memory: An Integrated approach (2nd ed.). New York: John Wiley.
Anderson, N. (1999). Exploring second language reading. Boston: Thompson & Heinle.
Atkinson, J. W., & Birch, D. (1974). The dynamics of achievement-oriented activity. Motivation and achievement, 271, 325.
Ausubel, D. A. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.
Baddeley, A. (2006). Working memory: An overview. In S. Pickering (Ed.), Working memory and education (pp. 1-31). Burlington, MAL Academic Press.
Baddeley, A. (2007). Working memory, thought and action. New York: Oxford University Press.
Bailey, K. M. (1986). Class lecture. Monterey Institute of International Studies.
Bamberg, M, G, W. (1997). Positioning between structure and performance. Journal of narrative and life history, 7(1-4), 335-342.
Barker, R., & Escarpit, R. (1973). The Book Hunger. London: Harrap.
Barthes, R. (1985). The Responsibility of Forms: Criticals Essays on Music, Art and Representation. Trans. Richard, Howard. New York: Hill and Wing-Farrar, Straus and Giroux.
Betts, E. A. (1946). Foundations of reading instruction. New York: American Book Company.
Bonk, C. J. & Graham, C. R. (Eds.). (2006). Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.
Bromley, K. (2007). Nine things every teacher should know about words and vocabulary instruction. Journal of Adolescent & Adult Literacy, 50(7), 528-537.
Brown, H. D. (2007). Principles of language learning and teaching. Cambridge, UK: Cambridge University Press.
Cain, K. (2006). Children’s reading comprehension: The role of working memory in normal and impaired development. In S. Pickering (Ed.), Working memory in education (pp.61-91). Burlington, MA: Academic Press.
Carney, R. N., & Levin, J. R. (2002). Pictorial illustrations still improve students` learning from text. Educational psychology review, 14(1), 5-26.
Carver, R. P. (1973). Reading as reasoning. Implications for measurement. In W. H. MacGinitie (Ed.), Assessment problems in reading. Newark, DE: International Reading Association.
Comenius, J. A. (1658). Orbis pictus. Kessinger Publishing.
Daneman, M., & Merilke, P. (1996). Working memory and language comprehension: A meta-analysis. Pshchonomic Bulletin & Review 3, 422-33.
Deci, E. L. (1975). Intrinsic Motivation. New York: Plenum Press.
Dörnyei, Z. (1990). Conceptualization motivation in foreign-language learning. Language Learning, 40, 45-78.
Dörnyei, Z. (1994a). Motivation and motivating in the foreign classroom. The Modern Language Journal, 78, 273-284.
Dörnyei, Z. (1994b). Understanding L2 motivation: On with the challenge. The Modern Language Journal, 78, 515-523.
Dörnyei, Z. (2001b). Teaching and researching motivation. Harlow, U.K.: Pearson Education.
Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69.
Ehri, L. C. (1982). Learning to read and spell. Paper presented at the American Psychological Association annual meeting, Washington, D. C.
Ellis, G.. & Brewster, B. (1991). The storytelling handbook for primary teachers. Canada: Penguin Group.
Ellis, G.. & Brewster, B. (2002). Tell it again! The storytelling handbook for primary teachers. England: Penguin Group.
Ellis, N. (2001). Memory for language. In P. Robinson (Ed.), Cognition and second language instruction (pp. 33-68). New York: Cambridge University Press.
Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York: Basic Books.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, U.K: Edward Arnold Publisher Ltd.
Geertz, C. (1976). Art as a Cultural System. Modern Language Notes, 91, p.1473-99.
Gough, P. B. (1973). One second of reading. In E. Kavanagh & I. G. Mattingly (Eds.), Language by ear and by eye (pp.331-358). Cambridge, MA: MIT Press.
Goodman, K. S. (1976). Reading: A psycholinguistic guessing game. In H. Singer and R.B. Ruddell (Eds.) Theoretical Models and Processes of Reading, Newark, Delaware: International Reading Association.
Goodman, K. (1986). What’s whole in whole language. Portsmouth, NH: Heinemann.
Goldman, S., Golden, R., & van den Broek, P. (2007). Why are computational models of text comprehension useful? In F. Schmalhofer & C. Perfetti (eds.), Higher level language processes in the brain (pp.27-51). Mahwah, NJ: L. Erlbaum.
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. NY: Cambridge University Press.
Halliday, M., & Hasan, R. (1976). Cohesion in English. London: Longman.
Harris, T. L., & Hodges, R. E. (Eds.). (1995). The literacy dictionary: The vocabulary of reading and writing. Dewark, DE: International Reading Association.
Ho, L. (2000). Children’s literature in adult education. Children’s Literature in Education, 31(4), 259-271.
Hudson, T. (2007). Teaching second language reading. New York: Oxford University Press.
Hulstijn, J. (2001). International and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In P. Robinson (Ed.), Cognition and second language instruction (pp. 258-86). New York: Cambridge University Press.
Juel, C. (1988). Learning to read and write: longitudinal study of fifty-four from first through fourth grades. Journal of Educational Psychology 80, 437-47.
Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional- design theories and models: An overview of their current status (p.384-434). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Kintsch, W. (1988). Comprehension: A paradigm for cognition. NY: Cambridge University Press.
Kintsch, W., Patel, V., & Ericsson, K. A. (1999). The role of long-term working memory in text comprehension. Psychologia 42, 186-98.
Koda, K. (2005). Insights into second language reading. New York: Cambridge University Press.
Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom.
Lado, A. (2012). Teaching beginner ELLs using picture books: Tellability. Thousand Oaks, CA: CROWIN SAGE.
Levin, J. R. (1981). On functions of pictures in prose. In F. J. Pirozzolo et M. C. Wittrock (Eds.), Neuropsychological and cognitive processes in reading (p.203-228). New York: Academic Press.
Lively, B. A., & Pressey, S. L. (1923). A method for measuring the vocabulary burden of textbooks. Educational administration and supervision, 9(p.389-398), 73.
Marantz, K., & Marantz, S. (2006). Creating picturebooks: Interviews with editors, art directors, reviewers, booksellers, professors, librarians, and showcasers. Jefferson, North Carolina: McFarland & Company, Inc.
Meyer, B. J. F. (1975). The organization of prose and its effect on recall. Amsterdam: North Holland.
Miyake, A. (2001). Individual differences in working memory. Journal of Experimental Psychology: General 130, 163-8.
Morris, W. (1969). American heritage dictionary of the English language.
Nodelman, P. (1988). Words about pictures: The narrative art of children`s picture books. University of Georgia Press.
O’Brien, E., Lorch, R., & Myers, J. (Eds.). (1988). Memory-based text processing. (Special issue of Discourse Processes 26.)
Perfetti, C. (1985). Reading ability. New York: Oxford University Press.
Perfetti, C. (1999). Comprehending written language: A blueprint for the reader. In C. Browm & P. Hagoort (Eds.), Neurocognition of language (pp. 167-208). Oxford: Oxford University Press.
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading 11, 357-83.
Perfetti, C., & Hart, L. (2001). The lexical basis of comprehension skill. In D. Gorfien (Ed.), On the consequence of meaning selection (pp. 67-86). Washington, DC: American Psychological Association.
Rose, J. (1993). The case of Peter Pan, or, The impossibility of children`s fiction. University of Pennsylvania Press.
Rubin, D. (1980）. The Teacher’s Handbook of Reading/Thinking Exercises. NY：Hott, Rinehart and Winston.
Rumelhart, D. E. (1975). Notes on a schema for stories. In D. Bobrow & A. Collins (Eds.), Representation and understanding: Studies in cognitive science (pp. 211-236). NY: Academic Press.
Rumelhart, D. E. (1977). Toward an interactive model of reading. In S. Dornic (Ed.), Attention and performance VI (pp. 573-603). Hillsdale, NJ: Erlbaum.
Sadoski, M., & Paivio, A. (2007). Toward a unified theory of reading. Scientific Studies of Reading 11, 337-56.
Shapiro, N., & Adelson-Goldstein, J. (1999). Oxford Picture Dictionary: English/ Brazillian Portuguese. Oxford University Press.
Smith, J. A.（1975）. Creative Teaching of Reading in the Elementary School. Boston: Allyn & Bacon.
Smith, F. (1982). Understanding reading (3rd ed.). New York: Holt, Rinehart & Winston.
Stanovich, K. (1990). Concepts in developmental theories of reading skills: Cognitive resources, automaticity, and modularity. Developmental Review 10, 72-100.
Stanovich, K. (2002.) Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford Press.
Stewart, M.P. (2002). Judging authors by the color of their skin? Quality Native American children’s literature. MELUS, 27(1), 179–96.
Thorndike, E. L. (1916). Measurement of Intelligence. Boston, MA: Houghton Mifflin.
Thorndyke, P. W. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive Psychology, 9, 77-110.
Tremblay, P. F., & Gardner, R. C. (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79(4), 505-518.
Vacca, J. A. L., Vacca, R. T., Gove, M. K., Burkey, L., Lenhart, L. A., & McKeon, C. (1987). Reading and learning to read. Boston: Little, Brown.
Van Dijk, T. V. (1977). Text and Content. London: Longman.
Vygotsky, L. (1978). Mind and society. Cambridge, MA: Harvard University Press.
Weaver, B. M.(2000). Leveling books K-8: Matching readers to text. Newark, DE: International Reading Association.
Williams, M., & Burden, R. (1997). Psychology in Language Teaching: A Social Constructivist Approach. Cambridge, UK: Cambridge University Press.
Wright, A. (1989). Pictures for language learning. Cambridge, UK: Cambridge University Press. |
| Description: | 碩士
國立政治大學
華語文教學碩士學位學程
100161013 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0100161013 |
| Data Type: | thesis |
| Appears in Collections: | [華語文教學博／碩士學位學程] 學位論文
|
Files in This Item:
| File |
Size | Format | |
|---|
| 101301.pdf | 3123Kb | Adobe PDF2 | 175 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
